A small useful question can turn into a clear message. Children choose a reader, keep the answer’s meaning, play with a character’s view and improve one piece someone can use.
This is a complete written proposal for Days41–50, pending a different whole review. It contains lessons and full source material; its twenty artwork/audio/interaction offers are written briefs. No SVG, audio file, website interaction, classroom pilot, native Browser or complete-year approval is claimed.
Start small
Use one day and its two complete C sources. Read the entry option; offer objects, usual communication or writing. A supplied fictional response works when a partner is unavailable. An optional real question goes only to a willing familiar person and needs no names or personal data. Skip interviews, public performance or online activity without losing the language purpose.
Sequence and entry
The actual published predecessor at fixed089d6ac9 has415 files for Weeks7–8/Days31–40: useful guides, precise noun groups, clauses, paragraphs, navigation and reader testing. The complete dated annual organiser is retained unchanged in INHERITED-YEAR-SEQUENCE.md. Its old planning-only status for Weeks7 onward is historical, not current. Its Week9 audience-aware question/report and Week10 reread/edit/present intentions guide this new block. A numerical class survey or prior Maths mastery is not an English prerequisite.
The ten days
- Day41 · Ask a question that helps someone — Plan a useful question for a chosen reader, then listen or use a supplied answer.
- Day42 · Tell what the answer actually says — Make a short report that keeps an answer’s meaning and separates it from a new suggestion.
- Day43 · Choose how strong your words sound — Explore questions, evaluation and modal force without changing a supplied rule or pretending every suggestion is a requirement.
- Day44 · Give related ideas a home — Group related information into simple paragraphs and give the reader a clear route through a small report.
- Day45 · Let a character notice something different — Discuss character, setting and mood, then adapt a short original story from another perspective.
- Day46 · Same topic, different reader — Identify audience and purpose in informative, imaginative and persuasive texts and explain how an image extends meaning.
- Day47 · Edit the little marks that change meaning — Use contractions and singular or regular plural possession in meaningful editing, with the supplied intended meaning visible.
- Day48 · Find a word, then check the whole sentence — Use taught sound-letter, syllable and meaningful word-part knowledge with sentence context, and distinguish actual reading/spelling evidence from supported comprehension.
- Day49 · Make a tiny report for a real job — Plan, draft and revise a short informative or persuasive message for a chosen audience using supplied or permitted response material.
- Day50 · Choose your strongest example and share it your way — Select a useful piece, explain a meaningful revision and optionally present it with a clear reader route.
Timing, access and evidence
Timing is an unpiloted flexible 40–70 minute offer. Split sessions, reduce the quantity or return later while preserving the purpose. Adult reading/scribing and supplied responses are legitimate access routes; note support when interpreting evidence. No fixed learning-style or neurotype categories. Check materials and the particular classroom; ordinary paper, pencil and usual communication are sufficient. Do not require a real interview, photographs, personal data, camera, microphone, online account or public publishing.
Actual interaction, independent print reading, spelling, handwriting and oral/signed delivery are different evidence. Rich adult-read sources are not controlled decodables. Check taught sound-letter knowledge before asking for independent reading. The local32 components support formative decisions and specific teaching; they are not A–E bands or causal progress measures.
Proposed later navigation
A generated bank should give Teacher / Child / Home / Paper / Ordinary sources / Source facts / Reporter Desk routes. Each day links its matched C pair,H,X,W,script and visual. Each teacher case links its matched neutral source, four-own response, case-paper,V13–20 and all four N lessons; the ordinary eight-field Desk paper has a distinct label. These are construction requirements, not claims that a UI already exists.
Review and contributions
An educator can suggest a change with resource ID, place/year, exact wording, reason, source URL/date, relevant curriculum code, access effect and rights note. Keep the original, show the proposed diff and submit for review. Child work needs permission and privacy review before sharing; none is required to contribute. The edit/review interface is still a later construction requirement.